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Publication
Composição de bandas sonoras para filmes de animação: aprendizagens musicais e sociais em jovens do 2º ciclo
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Advisor(s)
Abstract(s)
A composição de bandas sonoras para pequenos filmes de animação, constituiu um
desafio apelativo para promover uma prática criativa, no âmbito das aulas de
Educação Musical do 2º ciclo do Ensino Básico. Implementado com uma turma do
sexto ano de escolaridade ao longo de onze aulas, este projeto pretendeu fomentar
um conjunto significativo de aprendizagens musicais e estimular, por via do trabalho
cooperativo, uma vertente mais colaborativa da criatividade dos alunos. Partindo de
sessões de improvisação planeada, os alunos exploraram diferentes formas e
técnicas de se expressarem musicalmente, com o objetivo de criar um produto
musical que valorizasse o filme de animação.
São vários os conceitos teóricos mobilizados para sustentar e enquadrar a temática
presente neste trabalho. Se por um lado os conceitos de banda sonora, de
sonoplastia, de improvisação e de composição musical, são desde logo
indissociáveis do universo que é explorado, por outro lado, conceitos como os de
criatividade e de criatividade colaborativa são centrais para a compreensão do
processo criativo. A Espiral de Desenvolvimento Musical de Swanwick e Tillman
constitui-se como referencial para a avaliação das composições, e são ainda
convocados conceitos relacionados com a dinâmica do trabalho cooperativo e da
aprendizagem entre pares, nomeadamente o conceito de Zona de Desenvolvimento
Proximal de Vygotsky.
A investigação de caráter qualitativo, desenvolvida paralelamente, procurou
identificar quais as aprendizagens musicais e as aprendizagens sociais que foram
realizadas pelos alunos ao longo do processo de composição. O tratamento dos
dados recolhidos permitiu concluir que a composição de bandas sonoras, em
contexto de trabalho cooperativo, favorece um conjunto significativo de
aprendizagens musicais e sociais, ainda que os produtos composicionais dos alunos
estejam ligeiramente aquém do que seria expetável neste nível etário.
The musical composition of soundtracks for short films of animation, was an appealing challenge to promote a creative practice within the Music Education classes, from the 2nd cycle of basic education. Implemented with a class of sixthgraders during eleven classes, this project sought to foster a significant set of musical learning and encourage, through cooperative work, a more collaborative aspect of students' creativity. Starting from a planned improvisation sessions, students explored different ways and techniques to express themselves musically, with the goal of creating a musical product that valued the animated film. Several theoretical concepts are mobilized to support and frame this study. If on one hand the concepts of soundtrack, sound editing, improvisation and musical composition, are inseparable from the thematic explored in this work, on the other hand, concepts like the creativity and collaborative creativity are central to understanding the creative process. The Spiral of Musical Development by Swanwick and Tillman was established as a benchmark for the evaluation of the compositions, and still are called concepts related to the dynamics of cooperative work and peer learning, namely the concept of Zone of Proximal Development by Vygotsky. A qualitative investigation was developed in parallel, which sought to identify the musical and social learning that were performed by the students throughout the writing process. The treatment of the data collected showed that the composition of soundtracks, in the context of cooperative work, favors a significant number of musical and social learning, although the compositional products of the students are slightly below what would be expected in this age level.
The musical composition of soundtracks for short films of animation, was an appealing challenge to promote a creative practice within the Music Education classes, from the 2nd cycle of basic education. Implemented with a class of sixthgraders during eleven classes, this project sought to foster a significant set of musical learning and encourage, through cooperative work, a more collaborative aspect of students' creativity. Starting from a planned improvisation sessions, students explored different ways and techniques to express themselves musically, with the goal of creating a musical product that valued the animated film. Several theoretical concepts are mobilized to support and frame this study. If on one hand the concepts of soundtrack, sound editing, improvisation and musical composition, are inseparable from the thematic explored in this work, on the other hand, concepts like the creativity and collaborative creativity are central to understanding the creative process. The Spiral of Musical Development by Swanwick and Tillman was established as a benchmark for the evaluation of the compositions, and still are called concepts related to the dynamics of cooperative work and peer learning, namely the concept of Zone of Proximal Development by Vygotsky. A qualitative investigation was developed in parallel, which sought to identify the musical and social learning that were performed by the students throughout the writing process. The treatment of the data collected showed that the composition of soundtracks, in the context of cooperative work, favors a significant number of musical and social learning, although the compositional products of the students are slightly below what would be expected in this age level.
Description
Mestrado em Ensino de Educação Musical no Ensino Básico
Keywords
Banda sonora Sonoplastia Improvisação Composição musical Criatividade Trabalho cooperativo Aprendizagens musicais Aprendizagens sociais Soundtrack Sound design Improvisation Musical composition Creativity Cooperative work Musical learning Social learning Relatório de projeto de investigação Relatório de estágio
Citation
Publisher
Escola Superior de Educação, Instituto Politécnico de Setúbal